Alice Park Alice Park

Reading and Vocabulary "Fashion Statements"
Upper Intermediate level

Description

In this lesson, students will practice reading for gist and detail in the context of "fashion statements,"/"youth movements" in an article form. As a sub-aim, five vocabulary words will be introduced (pre-reading), in addition to compound adjectives found within the reading article. Students will work on both reading and vocabulary exercises, with the lesson ending in a discussion based upon the context.

Materials

Abc Reading article: The Lost Tribes of London
Abc Handout 01: Fashion Statements
Abc PPT
Abc Pre-reading vocabulary

Main Aims

  • To practice reading for gist and detail in the context of "fashion statements."

Subsidiary Aims

  • Vocabulary: compound adjectives in the context of "fashion statements."

Procedure

Warmer (3-4 minutes) • To define the word "tribe" and set context

T will show a PPT slide of two Native American tribes and two African tribes. She will try to elicit the word "tribe," from the Ss. T will connect "tribe" to "youth tribes," in a cultural sense. T will link this to London's youth tribes, showing another PPT slide of punks, hippies, goths, and teds.

Lead-In/Pre-teach Vocabulary (4-5 minutes) • Pre-teach five vocabulary words that the Ss may have trouble with from the reading.

T will pass out slips of paper with 5 vocabulary words on them. Ss will mark whether they know, don't know, or think they know these words. Then, the students will have a couple minutes to mingle with each other and find another student who knows the definition to the words they don't know. This will help T understand the Ss' background knowledge.

Gist Reading (4-5 minutes) • To get the students to read the article for general meaning.

T will show four article headlines before handing out the article. Ss will read the four article headlines, and then receive the article. They will be given two minutes to read through the entire article, and choose the best headline. Then the class will vote for which one is the best headline.

Detail Reading (4-5 minutes) • To have the students read the article over again to gather specific information.

T will introduce exercise 3 to the Ss, and they will read the article once more, gathering specific information to do exercise 3. After the Ss finish the exercise, they will check their answers in pairs.

Post-reading task (If time allows) (4-5 minutes) • To have the students discuss with each other what they've read.

From exercise 5, T will have Ss discuss in pairs, two questions. Ss will discuss youth cultures in Turkey and youth cultures in Turkey 10 years ago (differences). After the exercise is over, T will ask one or two students to share.

Vocabulary (3-4 minutes) • To have students focus on the vocabulary (compound adjectives) from the article

Ss will work on exercise 1 in pairs. After the exercise, T will check to see if the Ss understand these compound adjectives correctly. Then, Ss will move onto exercise 2 in pairs.

Controlled Practice (2-3 minutes) • To have students use the compound adjectives that they learned in sentences.

Ss in PW will complete exercise 3.

Freer Practice (4-5 minutes) • To have students use the compound adjectives in speaking, as well as sharing their thoughts on fashion statements

T will have Ss in pairs, and they will discuss the statements in exercise 3. Students will choose one statement that they agree with, and one statement that they disagree with. At the end of the exercise, T will choose a couple students to share with the class.

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